Unit 1 Period 1 Welcome to the unit & Reading（教学设计）英语译林版2020选择性必修第一册

Unit 1 Food Matters Period 1 Welcome to the unit & Reading教学设计 教学基本信息 单元名称 选择性必修第一册Unit 1 Food Matters 学科 英语 学段 高中 年级 高一第二学期 主要教材 书名：普通高中教科书·英语选择性必修第一册 出版社：译林出版社 出版日期：2020年12月 课时安排 2课时(80min) 课型 阅读课 教学设计理念 主题语境引领下的词汇、语法教学，英语学习活动观 1. 新课标要求“根据主题内容，构建不同的词汇语义网，积累词块、扩大词汇量”。本节课在设计时，将主题意义引领下的英语学习活动观与词汇、语法教学相融合，通过创设与主题相关的真实、有趣的语境，引导学生在句子或语篇中通过阅读、观察、分析、理解、归纳去探索并理解运用目标词汇与目标语法结构的形式、用法和意义。 2. 基于新课标下的核心素养目标，本节课继续按照“学习理解—应用实践—迁移创新”的思路进行设计。 3. 强调学生在语言学习中的主体地位，引导学生积极参与符合其认知的、层层递进、相互关联、有真实情境的课堂活动，践行英语学习活动观，培养学生的跨文化交流意识、批判性思维以及自主学习能力和合作意识，通过练习和作业强调词汇、语法的语用功能。 教材分析 【What】本文的语篇是一篇美食杂志文章，文体为说明文，话题是“治愈系食物”；文章主要介绍了治愈系食物的定义、特点和功效；作者重点分析了治愈系食物背后所具有的来源于家庭的情感属性和以民族认同感为核心的文化属性。 【Why】学生通过阅读语篇，认识到治愈系食物能让人们回忆起美好的童年，能让海外游子一解乡愁，从而意识到食物不仅能使人保持健康、充满活力，而且还能调节情绪、抚慰心灵。通过本文的学习，学生学会透过现象看本质，理解饮食背后的情感因素和文化因素。 【How】本板块语篇的类型是说明文，文章主旨明确、结构清晰。作者通过叙述自身体验，引出文章主题---治愈系食物及其定义，接着介绍了其中一类治愈系食物的两大特征，最后点题：治愈系食物既是可口的美味，又是联结个人幸福记忆的纽带。文本采用的是第一人称的视角，这有助于拉进与读者的距离，增加文章的真实性和说服力。此外，本文在写作手法上还有以下几方面的特点：细节描写形象生动；分析深入透彻；语言上使用了较多的短语动词和复合句。 学情分析 1. What I know 词汇方面：学生在之前的学习中已经掌握了一些与食物相关的基础词汇，如 “food”, “cook”, “smell”等。这些词汇能够帮助他们初步理解课文的主题。 语法方面：学生已经学习了简单句的基本句型，如主谓宾、主系表等, 对于阅读课文中的句子理解有一定的基础。同时，学生在前阶段的学习中也已经学习了并列句和主从复合句，掌握了定语从句、名词性从句和状语从句的知识。这有助于他们理解文本中的一些较长的句子，例如“No matter how bad my mood is, that perfect combination is always enough to lift my spirits.”此外，学生也已经学习了非谓语动词中动词-ed形式、动词-ing形式和动词不定式的部分知识。这些知识有助于他们理解文章中的含有非谓语结构的句子，比如“With pleasure, I remember the lazy Sunday afternoons I used to spend in the warmth of my grandma’s flat, listening to her wonderful stories and greedily eating bowl after bowl of her delicious rice pudding.”。 背景知识方面：学生在日常生活中对食物的相关知识有一定的了解，并且对这一话题很感兴趣。他们知道不同的国家有不同的美食，也知道某些食物能够给他们带来幸福感、唤醒他们的美好记忆、甚至治愈他们的情绪。这些背景知识能够让他们与课文内容产生共鸣，从而更好地理解作者想要传达的信息和表达的细腻情感。 2. What I want to know 学生可能想要知道什么是治愈系食物。例如，哪些食物属于治愈系食物，治愈系食物有什么特点。 他们可能想要了解食物和文化之间有什么关系。 他们可能想要了解说明文的写作特征。 学生可能希望学习和积累更多与食物相关的高级词汇和短语，以丰富自己的表达。 他们可能想了解文中出现的一些复杂句子结构的用法，他们可能也想要了解文章中用到的一些写作手法，比如举例子的方法。以及如何在自己的写作和口语中运用这些结构和写作手法来准确表达观点。 3. What I learned 主题内容方面：通过阅读课文，学生将学会什么是治愈系食物以及其背后的文化因素。学生知道治愈系食物指的是能让我们感觉更好的任何食物，而其中特定的一种指的是能唤醒我们脑海中美好联结的食物。学生也了解到这一类治愈系食物的两大特征，最后理解它既是可口的美味，又是联结个人幸福记忆的纽带。 语言知识方面：学生将学习新的词汇，如recipe, flavour, dessert等与食物相关的词汇，以及mood, emotion, relieve等与情绪相关的词汇。 他们会接触到一些新的句子结构和语法现象，如在描写治愈系食物给个人带来的感受时使用的复杂句式。同时，也能学会如何运用这些语言知识来描述和讨论治愈系食物相关的话题，提高自己的阅读、写作和口语能力。 教学目标 1.语言能力 学生能够理解课文中描述治愈系食物的词汇、短语和句式，如recipe, flavour, greedily eat bowl after bowl of..., It’s the food for the soul.等，并能准确运用这些语言知识进行口语和书面表达，描述跟治愈系食物相关的一些信息。 学生能够通过扫读和跳读，厘清文章的主旨大意和主要内容。 学生能模仿作者的写作手法描述自己与治愈系食物相关的生活体验。 学生能够对比分析“最喜欢的食物”和“治愈系食物”的差异，提高语言表达能力。 2.学习能力 指导学生掌握有效的阅读策略，如预测文章内容、略读获取大意、扫读查找细节等，提高学生自主阅读能力和学习效率，使学生能够运用这些策略在课后自主阅读中。 学生能够识别、理解下定义的写作手法，能把握说明文的文体特征和语言特点。 3.文化意识 学生能够理解什么是治愈系食物，以及它的特点和功效，从而了解治愈系食物背后的情感和文化属性：来源于家庭的情感属性和以民族认同感为核心的文化属性。 4.思维品质 通过对课文内容的分析、讨论和总结，培养学生的逻辑思维能力。学生能够梳理文章的结构，总结概括文章的主旨大意及段落大意，也能够分析作者在写作中所使用的的写作技巧，有效加工和内化所获信息。最后，通过互问互答活动引导学生谈论中国美食，让学生有条理地表达个人观点，并在情感和知识上为进一步的学习做好准备。 教学重难点 教学重点 语言维度：学生需掌握食物相关词汇、短语、句式及复杂句子结构，让学生完成课本相关的语言操练活动，帮助他们扫清语言障碍，拓展词汇，并在此基础上深化学生对于语篇深层意义的理解。 阅读与文化维度：掌握扫读、跳读的阅读技巧获取文本信息并分析文本结构，掌握说明文的文本特征和语言特色，识别、理解下定义的写作手法；同时认识到治愈系食物背后的情感因素和文化因素，理解饮食是文化的重要组成部分，增强文化意识。 教学难点 语言深度运用：分析长难句的句子成分并理解其句意。 思维拓展提升：模仿作者的写作手法描述自己与治愈系食物相关的生活体验。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Welcome to the unit 1. 通过提问How important is food to us?引出 Food is as fundamental to man as the people are to the state. What does this sentence mean? 答案：1. The importance of food to people is equal to the importance of people to their countries. 2. 通过图片，让学生回答：Do you know what they are? And what are they from? 引出Each country has its typical food. 3. 带领学生观看视频，获取基本信息； 4. 回答问题：1)Which of the dishes in the video would you like to try most? Why? 2) What do you think is the most typical Chinese food? ●通过问题和图片，激活学生与食物有关的个人体验，激发学生对食物主题的学习兴趣。 ●通过观看视频，获取视频中与食物有关的关键信息，了解到不同国家有不同的食物，食物是文化的重要组成部分，从而为接下来的学习做好铺垫。 10mins Activity 2 Predict the passage 通过浏览文章标题和图片，预测文章内容。 1.Can you guess what comfort food is? 答案:1. Comfort food may be a type of food that makes us feel comfortable and happy. 2.What do you think the article will talk about according to the title? 答案: 2. I think it will talk about the food we grow up eating, made by a special family member, or the food that reminds us of happy times in our lives. It helps us feel relaxed and comfortable. ●通过快速浏览文章标题和图片，预测文章内容，使学生推测文章的主要内容。 2mins Activity 3 Read for main idea and structure 通过浏览文章标题和阅读文章，快速把握文章主旨和写作目的。 1.Skim the passage to get the main idea and the structure.Structure Para1: Rice pudding cheers me up whenever I feel unhappy. Para2: ________________________________. Para4: ________________________________. Para3: ________________________________. Para5: ________________________________. 答案：1. 1) Comfort food has the unique power to make us feel better. 2)Our comfort foods are highly individual, depending on our unique experiences. 3)Comfort food gives the “taste of home” to people who feel homesick when they move to a new country. 4)Comfort food is food for the soul. 2. Answer the following questions. 1)What’s the main idea of this passage? This passage tells the readers what is ①____________and its features and ②_________. 2)What is the text type of the passage? A． Narrative writing(记叙文)． B． Argumentative writing(议论文)． C． Expository writing(说明文)． D． Practical writing(应用文)． 3)What is the author’s purpose for writing this article? A．To tell us the definition of comfort food. B．To tell us why food can comfort us. C．To tell us what her comfort food is. D．To tell us that food can not only keep us alive and healthy, but also benefit us emotionally by lifting our spirits. 答案：2. 1)①comfort food; ② functions. 2) C 3) D ●通过跳读和略读的阅读策略，梳理语篇主要内容，把握文章的结构和段落大意，从而明确文章类型、主旨大意和写作目的，对语篇形成整体认知。 10mins Activity 4 Read for details 1.Read the first paragraph to answer the following questions. 1) How does the author introduce the topic of comfort food? A. by making a comparison B. by introducing the definition C. by sharing personal experience D. by telling a story 2) What is the author’s comfort food? 3) From what aspects does the author describe the rice pudding? 4) What does the author compare the flavour of the rice pudding to? 5) Why can the rice pudding light the author up? 6) Why does the author introduce the topic by sharing her personal experience? 答案：1) C 2) Rice pudding. 3) ① ingredients: rice, milk and sugar/the perfect marriage of rice and milk; ② cooking: cooked low and slow; ③ flavour: lovely creamy flavour. 4) A time machine immediately transporting the author back to her sunny childhood. 5) Because it reminds the author of her happy childhood when she was loved and looked after by her grandma. 6) Such technique can make the language more vivid and interesting, attract readers’ attention, and share the same empathy. 2.Read the second paragraph to answer the following questions. 1)According to the author, what is the definition of comfort food? In broadest sense:① ____________________________ In narrow sense: ②_____________________________ 2)Which one will be talked about in this article？ 答案：1)①any food that makes us feel better; ② a particular type of food whose power lies in the associations it calls to mind 2)The one in narrow sense. 3. Read the third paragraph to answer the following questions. 1)1. What will be connected with the positive emotions? A. The happy childhood. B. The foods in the family. C. The feeling of being taken care of. D. The unlocked memories. 2) How does comfort food such as chicken soup cheer us up? 3) How does the writer organize the third paragraph? 答案：1) B 2) Chicken soup is connected with a happy childhood and its flavour becomes tied up with the feeling of being taken care of. 3) By giving examples. 4.Read the fourth paragraph to answer the following questions. 1) For people who move away from their home country, what largely determines their comfort food? 2) How does the author explain the relationship between comfort food and one’s sense of belonging? quote(引用)①__________ give ②_____________ It takes us back to our ④_________, gives us the “taste of home” and relieves our ⑤_______. draw a ③___________ 答案：1) It depends on where they come from. 2)①some food experts’ words; ②examples; ③conclusion; ④cultural roots; ⑤feelings of homesickness. 5. Read the last paragraph to answer the following question. 1) How do you understand the last sentence of this article “It’s food for the soul”? 答案：1) ①lift one’s spirits (L3)；②recall happy memories (L15)；③unlock memories of a time (L21)；④take us back to our culture roots (L31). ●在学生掌握了文章结构和主旨的基础上，进一步精读文章，寻找细节，梳理每一段的具体信息，同时引导学生关注文章中用到的写作手法和语言特点。此外，学生获取到治愈系食物背后与家庭、文化因素密不可分。 25mins 应用实践 Activity 5 Post Reading Discuss with your partners and answer the following questions. 1. In your opinion, is there any difference between one’s comfort food and favorite food? Give your reasons. 答案：1. I think people’s favourite food and comfort food are different in two ways. First, people’s favourite food can come and go, while their comfort food often remains the same. Second, people’s favourite food often connects with satisfying their hunger, while comfort food usually connects with memories from their childhood. 2. Recommend some comfort food and give your reasons. 答案：2. For me, childhood is inseparably connected with the taste of tanghulu, a snack of sugar-coated hawthorn berries on a bamboo stick. My dad used to bring me all sorts of snacks when he came back home from work, but tanghulu is by far my favourite. Even now, the mere taste of this treat recalls the warmth of his bear hugs. Whenever I miss home, I treat myself to a stick of tanghulu. It's my secret cure for homesickness and it works every time. Activity 6 Language Points Underline the important words and phrases. 1) 由…组成; 2) A是B的基础; 3) 振奋精神; 4)奏效，起作用，达到目的; 5)更不用提某事; 6) 把某人带回童年; 7) 慢慢做某事，从容不迫; 8) 从广义上来说; 9) 弥补, 补偿; 10) 唤起回忆；11) 因人而异；12) 影响某人的生活；13) 与积极情感相联系； 14) 解锁、解封记忆；15) 归属感；16)一大口食物；17) 文化根源；18) 缓解思乡之情；19) 建立与…的情感联系；20) 情绪低落；21) 迫切需要；22) 安全感； 23) 产生积极情感； 24) 缓解紧张；25）意识到隐藏危险。 答案：1)consist of = be made up of; 2) A be fundamental to B; 3) lift one’s spirits; 4)do the trick; 5)not to mention sth.; 6) transport sb. back to one’s childhood; 7) take one’s time over sth.; 8) in the broad sense; 9) make up for sth.; 10)recall the memory; 11) vary from person to person; 12) shape one’s life; 13) be linked with positive emotions; 14)unlock one’s memories; 15) a sense of belonging; 16)one mouthful of food; 17) cultural roots; 18) relieve feelings of homesickness; 19) build an emotional bond with; 20) in low spirits; 21) cry out for; 22) a sense of security; 23) generate positive emotions; 24) relieve tension; 25）be aware of the hidden dangers. Understand the difficult sentences. 1. 1) ① Whenever I feel lonely, I have a secret recipe that never fails: rice, milk and sugar, cooked low and slow. (Line1-2) Whenever I feel lonely=_________________________ ② No matter how bad my mood is, that perfect combination is always enough to lift my spirits. （line 2-3) No matter how bad my mood is=__________________ 疑问词+ever（如whatever、whenever、wherever、whoever、however等）可以引导①让步状语从句，相当于no matter +疑问词；②名词性从句。 2) ① ___________ happened, he would not mind. =_________________ happened, he would not mind. ② __________ you come, please let me know. =_________________ you come, please let me know. ③ ____________ comes back first is supposed to win the prize. ④ I am ready to do __________ you want me to. 答案: 1) ①No matter when I feel lonely; ② However bad my mood is; 2)①Whatever, No matter what; ② Whenever, No matter when; ③ Whoever; ④ whatever. 2. 1) ① Whenever I feel lonely, I have a secret recipe that never fails: rice, milk and sugar, cooked low and slow. (line1-2) _______________作后置定语 ② Sometimes the smell alone can do the trick，not to mention the lovely creamy flavour, which works like a time machine immediately transporting me back to my sunny childhood.(line 3-5) _______________作后置定语 区分：现在分词作后置定语‌，表示主动关系或进行中的动作，被修饰名词通常是动作的执行者。 过去分词作后置定语‌，表示被动关系或已完成的状态，被修饰名词通常是动作的承受者。 2) ① Inspired by the Belt and Road Forum for International Cooperation ___________(hold) in Beijing, Cao decided to cover the route by hiking as a trbute to the ancient Silk Road. ② The Palace Museum has the most remarkable collection of fine clocks in the world, mainly __________(originate) from Europe and China.  ③ Behind the simple style, however, is a serious message _________ (intend) for everyone.  ④ The project __________(aim)ing to protect endangered species has made progress. 答案：1) ①过去分词; ②现在分词; 2) ①held; ② originating; ③ intended; ④ aiming. 3. 1) ① With pleasure, I remember the lazy Sunday afternoons I used to spend in the warmth of my grandma’s flat, listening to her wonderful stories and greedily eating bowl after bowl of her delicious rice pudding.(Line 5-8) ② I take my time over every spoonful, gently rolling the silky dessert around my mouth and enjoying the perfect marriage of rice and milk. (Line 8-9) ③ They vary from person to person, depending on our own unique experiences that have shaped our lives.(Line 16-17) ④ One mouthful of comfort food takes us back to our cultural roots, giving us the “taste of home” that we cry out for and relieving feelings of homesickness.(Line 30-32) __________作伴随状语 2) ① Just then, some kids ran at him, _____________ (knock) his books out of his arms.  ② _________(date) back to the 18th century, Peking Opera has over two hundred years of history.  ③____________(weigh) 1,268 kilograms, it rose more than a kilometre into the sky before bursting, turning the night sky red.  ④ ____________(serve) as a crucial waterway, Lake Baiyangdian occupies an important location in the ancient basin of the North China Plain. 答案：1) 现在分词; 2) ①knocking; ② Dating; ③ Weighing; ④ Serving. ●通过小组活动，区分治愈系食物和最喜欢的食物之间的区别，从而深化对于治愈系食物的理解。再结合个人经历分享自己的治愈系食物，进一步理解文章所传达的主题。 ●通过聚焦于重点短语和长难句，进行语言点的操练，深化对于重点短语和复杂句式结构的理解。 25mins Activity 7 Summary 总结文章的主旨和结构。 ●通过回顾文章的主旨和结构，加深学生对于所学内容的理解。 3mins Activity 8 Assessment 展示评价表，供学生对自己本节课中的表现及所学情况进行自我评价。 ●通过自我评价，帮助学生了解自己的学习情况，提高学习的积极性和主动性。 2mins 迁移创新 作业内容 作业设计意图 3mins 1. Read the passage in B1 on page 5 to finish the blank-filling task. When we are in low spirits, we may 1)______________ things that gives us comfort and a sense of security.Since it brings back happy memories of the past or offers an opportunity to connect with our home culture, comfort food can often 2)_____________. However, there is another type of comfort food, which generates positive 3)__________ in a different way. Food high in calories may also make us feel better. As 4)__________ like cakes are digested, blood sugar levels can go up quickly. As a result, we will be in a better 5)_______________ after eating the comfort food. However, the sharp increase in blood sugar will cause the body to produce a special chemical to remove it. When the chemical lowers blood sugar level, we are likely to feel sad again and will 6)___________ eat more comfort food. There is then the danger of entering a cycle of highs and lows where more and more comfort food, high in carbohydrates, needs to be eaten. This 7)___________________ with health problems like being overweight. Comfort food is an important tool in helping us 8)__________ tension and feel good about ourselves. However, be aware of the hidden dangers of high-calories comfort food! 答案：1. 1) cry out for; 2) do the trick; 3) emotions; 4)desserts; 5) mood; 6) greedily; 7) is / has been linked; 8) relieve. 2. Write down your answers of the three questions. 1) What type of comfort food is talked about in the passage? 2) What are the hidden dangers of this type of comfort food? 3) Explain the term “comfort food” based on the article in Reading part and the B1 passage. 答案： 2.1) This passage talks about a different type of comfort food---food high in calories. 2) Food high in calories increases the blood sugar level quickly, which causes the body to produce a special chemical to remove it. When the chemical lowers the blood sugar level, the eater is likely to teel sad again and eat more of the food. This creates a never-ending cycle of unhealthy eating. The hidden danger of this type of comfort food is that even though it helps relieve our tension and makes us feel good, it also harms our body. 3) Comfort food, in a broad sense, refers to any food that makes people feel better when they are unwell or in low spirits. One kind of comfort food can bring back our happy memories of the past or offer an opportunity to connect with our home culture. Another type of comfort food, which is high in calories, can generate positive emotions by making the blood sugar level increase quickly, thus harming the body. ●通过练习，让学生在真实的语境中运用所学知识，领会音乐的魅力和它所传递出来的情绪，进一步理解音乐无国界，能够传递文化，促进跨文化交际。同时，提高学生的语言综合运用能力、逻辑思维和表达能力。 板书设计 Unit1 Food Matters Reading Comfort food 教学反思 优点： 教学设计紧密结合新课标的相关要求，聚焦于“comfort food is food for the soul”这一语篇主题意义，将多种阅读策略有机融入各教学环节，协助学生多维度解读语篇，提升深度阅读的能力。注重学生的实际应用能力和思维能力的培养。 缺点： 在某些活动的设计中，可能未能充分考虑所有学生的个体差异，可能会导致部分学生跟不上教学进度，或影响教学进度。 在语言点和长难句的处理中，没有充分考虑主题，创设出对应的语境进行语言点的操练。 改进： 今后应更加关注学生的个体差异，利用课前课后的时间，提供个性化指导和支持，尽量使所有学生都能参与到课堂中来。 今后应更关注主题语境，创设对应的情境练习语言点。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$